Social representations of secondary school teachers on sustainable development and their roles in the scholastic environment

Abstract

Sustainable development teaches us a lot, but does school regard it as a priority? This paper introduces an investigation whose aim is that of highlighting the social representations of sustainable development by 586 Italian, French, Greek, Bulgarians, and Portuguese teachers. The issue at stake is that of drawing a typology of how secondary school teachers represent sustainable development together with their teaching activity, thus leading us to the analysis of the different conceptions and approaches to sustainable development and their application at school.